从“精英通识”到“专业认知”——以教育学科史视域中的裴斯泰洛齐观为中心

From "Elite General Education" to "Subject—Specific Cognition": Discussion on Pestalozzi from the Perspective of the History of Education

This article discusses how Chinese authors and educators introduced Pestalozzi and elaborated his academic opinions. More specifically， how Pestalozzi won Chinese academic elites' attention especially in the subject area of Education. Literature suggests studies about Pestalozzi were widely conducted in the subject area of Education in the Republic of China. Therefore this article focuses onelaborating studies of eight Chinese authors， namely Lei Tongqun， Jiang Qi， Qu Shiying， Jiang Jingsan， Zhu Yuanshan， Wu Zhiyao， Zhuang Zexuan， and Zheng Xiaocang. The preceding Chinese researchers are discussed as representatives in three important facets of the Education subject - the history of education， history of educational thought， and biography research - to examine the role of foreign literature resources in constructing China's national culture and how it could be done based on western literature. Through the perspective of the subject history， discussion about Pestalozzi suggests a transform process from ＂elite general education＂ to ＂subject-specific cognition＂. Meanwhile， it helps us to know those difficult days that Chinese scholars established the foundation of Education subject in modern China. Even in the time of war， they still strived to adhere to the philosophy of education and gave sympathies and understandings to previous scholars in other countries， let alone national beliefs they had for their motherland. Viewing from this angel， they shared a similar fate with Pestalozzi. Because of such a dynamic， self-evolving integration， Pestalozzi' s interpretation in China could be able to represent the doctrine and the meaning of ＂asking＂.